A practical guide to identifying gifted underachievers and enabling them to fulfil their potential, raising whole school standards. Extensive new content includes the latest best practice in addressing able underachievement Explains the origins of underachievement, both overt and covert, especially in more able learners - provides a model that identifies a range of factors that conspire to lower achievement The UK Government's 2005 White Paper 'Higher Standards, Better Schools for All' set specific provision for Gifted and Talented (G&T) - there are similar programmes in all developed countries The editor is a leading researcher in G&T education - contributors include Belle Wallace, Barry Hymer and Ian Warwick, the foremost practitioners in the field

A volume in Contemporary Perspectives in Special Education Series Editors: Anthony F. Rotatori, Saint Xavier University and Festus E. Obiakor, Valdosta State Univversity Multicultural Education for Learners with Special Needs in the Twenty-First Century provides general and special educators innovative information that address the road blocks to effective practice such that diverse learners will be appropriately; identified, assessed, categorized, placed and instructed. The book provides those who instruct diverse learners comprehensive, creative and best practice chapters by scholars in the area of multicultural education. Chapter One presents a system to reduce traditional education road blocks that confront diverse learners called Culturally and Linguistically Responsive Teaching (CLRT). The CLTR system is designed to accomplish three objectives, namely, to increase student achievement, to help students develop skills to achieve economic sufficiency and to allow students to acquire citizenship skills based on a realistic and thorough understanding of the political system. Chapter Two discusses the pervasive problem of disproportionate representation of students from diverse backgrounds in special education by examining what it is, who is impacted by it, why it is occurring, and how it can be addressed using promising strategies. Chapter Three examines the use of authentic assessment to provide feedback for teachers and students, and guide the instructional process by differentiating teaching to meet the educational needs of diverse learners. Chapters Four, Five, Six and Seven address issues related to educating Latina/o Americans, African Americans, Asian Americans and Native Americans learners with special needs. Chapter Eight is a unique chapter that addresses the growing need to educate foreign-born immigrants who are now being referred to as "Today's Special Learners in Schools." This chapter delineates the use of the Comprehensive Support Model (CSM) to educate foreign-born learners who are identified by the authors as foreign-born English Language Learners. The CSM is recommended as a culturally sensitive intervention that integrates efforts of the self, (i.e., learner), families, school, community, and government in responding to the needs of diverse learners. Chapter Nine provides a comprehensive discussion of how Culturally Relevant Leadership (CRL) can impact educational theory and practice. The authors delineate how CRL leads to reflective practices which position teachers and administrators to become leaders in school change that can increase student success for diverse learners. Chapter Ten provides the reader with illustrative content regarding the use of technology to educate multicultural learners with special needs. Chapter Eleven delineates the culturally responsive infusion of effective behavior modification strategies that are designed to strengthen and facilitate positive behaviors for culturally and linguistically diverse learners with special needs. The book is an important addition to the education of multicultural learners with special needs as it provides much needed direction for the effective instructional practices for today's diverse students. The book can be used as current best practices for special and general educators as well as school administrators

LD Just Means Learn Differently includes autism, dyslexia, ADHD, other learning issues, and physical obstacles related to multiple sclerosis, and cerebral palsy. It reflects characters that are based off actual cases, whereby people surpassed or were blocked by learning issues. It's written like a novel so as to allow for confidentiality, and to focus on the passion that gets people through the strains that are associated with it, rather than a step-by-step teaching methodology or text manual. www.johntoker.com Cynthia Brian, co-author of a NY Times Best Seller, interviews John, about his novel, LD Just Means Learn Differently, on World Talk Radio, www.star-style.com and syndicated on other Internet and radio stations. Excerpts: "All true teaching is building skills for independent thought." "Among the shattered glass, there are diamonds that must be preserved for those who feel broken."

There can be little doubt that the rapid technological developments that have characterized the decades since the middle of the 19th century have given great scope for improving the quality of life of disabled people. Disabled Students in Education: Technology, Transition, and Inclusivity reports on 15 research projects aimed at improving the educational prospects of disabled people. Through its discussion of three main themes technology, transition, and inclusivity this book aims to be of interest to disabled students, their parents and teachers, and the people who run, and set policies for, their educational providers.

Education is the foundation to almost all successful lives. It is vital that learning opportunities are available on a global scale, regardless of individual disabilities or differences, and to create more inclusive educational practices. Disability and Equity in Higher Education Accessibility is a comprehensive reference source for the latest scholarly material on emerging methods and trends in disseminating knowledge in higher education, despite traditional hindrances. Featuring extensive coverage on relevant topics such as higher education policies, electronic resources, and inclusion barriers, this publication is ideally designed for educators, academics, students, and researchers interested in expanding their knowledge of disability-inclusive global education.

Differentiating Instruction for Learners with Special Needs: An Anthology provides future educators with a compelling collection of articles that explore special education, differentiated instruction, and universal design for learning. The text helps readers better understand how to work with children who are exceptional in the general classroom and how to apply strategies for teaching them in an inclusive environment. The anthology is divided into three distinct parts. The readings in Part I address special education and the law, and feature discussions regarding laws that impact students with disabilities, the emergence of special and inclusive education in the United States, and perspectives on IQ, ability, and eugenics. Part 2 focuses on differentiated instruction. Readers engage with articles about role-playing in an inclusive classroom, technology as a differentiated instruction tool, peer mediation, assessment to enhance student learning, and more. In the final part, readers further develop their understanding of universal design for learning (UDL). The articles address how to assist students with reading disabilities, the three-block model for UDL, and how to help English language learners cultivate greater literacy. Featuring contemporary research and approaches, Differentiating Instruction for Learners with Special Needs is an ideal supplementary resource for courses and programs in education, especially those with focus on special education.

Web 2.0 technologies, open source software platforms, and mobile applications have transformed teaching and learning of second and foreign languages. Language teaching has transitioned from a teacher-centered approach to a student-centered approach through the use of Computer-Assisted Language Learning (CALL) and new teaching approaches. Engaging Language Learners through Technology Integration: Theory, Applications, and Outcomes provides empirical studies on theoretical issues and outcomes in regards to the integration of innovative technology into language teaching and learning. This reference wok discusses empirical findings and innovative research using software and applications that engage learners and promote successful learning, essential tools for educational researchers, instructional technologists, K-20 language teachers, faculty in higher education, curriculum specialists, and researchers.

The influence of culture on learning and motivation has been the topic of much research in recent years. Educational and psychological researchers are now aware that the findings of their studies may not apply to other cultures, and that in this age of globalization and multiculturalism it is very important to examine the applicability of psychoeducational constructs to other cultures. Understanding learning and motivational characteristics of students of diverse backgrounds will enable educators to develop appropriate curriculum and teaching strategies to motivate these students. The aim of this book is to present research findings and views of scholars and researchers in the field of motivation and learning, from a multicultural and international perspective. Educators and scholars from different parts of the world have examined recent learning and motivation theories in different cultural contexts in order to explore the dynamics of sociocultural processes affecting student motivation. Others have focused on teaching and learning strategies that are known to be effective with culturally diverse students.

This book is a critically important contribution to the work underway to transform schooling for students who have historically been denied access to a quality education, specifically African American children. The first section of the book provides some historical perspective critical to understanding the current state of education in the U.S., specifically for the education of African American children. The following sections include chapters on policy, learning, ethnomathematics, student identity, and teacher preparation as it relates to the mathematical education of Black children. Through offering "counternarratives" about mathematically successful Black youth, advocating for a curriculum that is grounded in African American culture and ways of thinking, providing shining examples of the brilliance of Blacks students, and promoting high expectations for all rather than situating students as the problem, the authors of this book provide powerful insights related to the teaching and learning of mathematics for African American students. As is made evident in this book, effective teaching involves much more than just engaging students in inquiry-based pedagogy (Kitchen, 2003). The chapters offered in this book demonstrate how mathematics instruction for African American students needs to take into account historical marginalization and present-day policies that do harm to Black students (Kunjufu, 2005). Empowering mathematics instruction for African American students needs to take into consideration and promote students' cultural, spiritual, and historical identities. Furthermore, mathematics instruction for African American students should create opportunities for students to express themselves and the needs of their communities as a means to promote social justice both within their classrooms and communities.

A volume in Research on the Education of Asian Pacific Americans Series Editors Clara C. Park, California State University, Northridge, Russell Endo, University of Colorado, and Xue Lan Rong, University of North Carolina, Chapel Hill (Sponsored by SIG-Research on the Education of Asian and Pacific Americans of the American Educational Research Association and National Association for Asian and Pacific American Education) This research anthology is the fifth volume in a series sponsored by the Special Interest Group - Research on the Education of Asian and Pacific Americans (SIG - REAPA) of the American Educational Research Association and National Association for Asian and Pacific American Education. This series explores and examines the patterns of Asian parents' involvement in the education of their children, as well as the direct and indirect effects on children's academic achievement; Asian American children's literacy development and learning strategies; Asian American teachers' motivation to enter teaching profession, and strategies to recruit and retain them; the ""model minority stereotype"" of Asian American students and their socio-emotional development; campus climate and perceived racism toward Asian American college students, etc. This series blends the work of well established Asian American scholars with the voices of emerging researchers and examines in close detail important issues in Asian American education, parental involvement, and teacher recruitment. Scholars and educational practitioners will find this book to be an invaluable and enlightening resource.

In the fall of 2009, Amy Lutz and her husband, Andy, struggled with one of the worst decisions parents could possibly face: whether they could safely keep their autistic ten-year-old son, Jonah, at home any longer. Multiple medication trials, a long procession of behavior modification strategies, and even an almost year-long hospitalization had all failed to control his violent rages. Desperate to stop the attacks that endangered family members, caregivers, and even Jonah himself, Amy and Andy decided to try the controversial procedure of electroconvulsive therapy or ECT. Over the last three years, Jonah has received 136 treatments. His aggression has greatly diminished, and for the first time Jonah, now fourteen, is moving to a less restricted school.

"Each Day I Like It Better" recounts the journeys of Jonah and seven other children and their families (interviewed by the author) in their quests for appropriate educational placements and therapeutic interventions. The author describes their varied, but mostly successful, experiences with ECT.

A survey of research on pediatric ECT is incorporated into the narrative, and a foreword by child psychiatrist Dirk Dhossche and ECT researcher and practitioner Charles Kellner explains how ECT works, the side effects patients may experience, and its current use in the treatment of autism, catatonia, and violent behavior in children.

Developing Language and Literacy: Effective Intervention in the Early Years describes successful intervention programmes to improve the phonological skills, vocabulary, and grammar of young children at risk of reading difficulties. * Presents two structured intervention programmes to provide support for young children with language and literacy difficulties * Describes clearly how to improve the language and foundation literacy skills of young children in the classroom * Includes information about how to assess research, and how to monitor and design intervention strategies for use with individual children * Helps teachers to develop an understanding of the intervention and research process as a whole * Additional journal content to support this title is available click here

Let's face it: There's no time like the present to learn English. It's the world's most widely spoken language. It permeates nearly every aspect of our daily lives. Mastering pronunciation, figures of speech, and idioms are just a few of the challenges students may face.

Even so, learning to actually use American English comfortably isn't among the easiest of tasks, Author Jeannie Yang hopes to help with that. Numbered lessons and regimented exercises only serve to make an already daunting task seem impossible. They don't help, so they aren't welcome in this book. Professor Jeannie Yang has takes a new approach to learning conversational English-inviting you to the conversation

Written in the form of a movie screenplay, these fictional scenarios innovatively invite you to actively engage in conversations on a variety of subjects and in a variety of settings. As you speak their words, you can imagine that you are one of the characters-and you'll be learning at the same time.

You'll meet

Mi Hee-a sweet and spunky young woman from Korea who dreams of studying at an American university

Kenny-an intellectual from Hong Kong who's lived and studied in the United States for years

Roy-Kenny's best friend, whose liberal use of slang is in stark contrast to Kenny's esoteric vocabulary

Whether you are going on a cruise or heading for a job interview, this book serves as a practical and entertaining guide to getting more comfortable with conversational American English.

Finding out that your child is on the Autism Spectrum is just the beginning. The diagnosis will give you some information, but the choices parents make next can impact the journey that the child and the family must follow. This journey is likely one of great highs and some very challenging lows. Parenting the Autistic child is a unique parenting experience for many reasons. First, your child may have difficulty communicating their needs. Second, the systems and organizations your child will have to navigate are rarely designed with Autism in mind. As a parent, you will need to be engaged in learning about Autism every day. Certainly, this includes learning about your child, but you must be seeking external knowledge too. Autism Parents must actively gain knowledge about necessary therapies, developmental pediatricians, available resources, autism support services, the school systems, the legal systems, the criminal justice system and on and on. While the learning curve is step, the challenge is intensified because the parents of autistic children are often very isolated. How can they obtain the critical information needed for them to develop and protect their child? This book offers insight into the information parents will need to support their Autistic child from their first day of school until their last. Each chapter provide knowledge regarding a critical aspect of parenting including specific steps, potential challenges, research and antidotes about different aspects of the Autistic individual's academic experience. This book will fill the gap between autism peer reviewed literature and self-help parented advice books. The objective is to offer critical information that parents will need to develop their child and keep their child safe throughout their academic experiences. Each chapter will include research, antidotes, resources, and critical steps to help navigate the special needs academic environments autistic children will experience. The chapters will be presented in a reader friendly format to support diverse parent learning needs. The book is designed to empower parents and to help parents empower their autistic children.

This book examines the mathematical difficulties in typical and atypical populations. It discusses the behavioural, educational and neuropsychological characteristics of people with mathematical difficulties, and educational interventions to prevent, diagnose, treat or ameliorate such difficulties. The book brings together studies from different disciplines, including developmental psychology, neuroscience and education, and includes perspectives from practicing teachers.
The book is divided into three major sections. The first includes chapters about the nature and characteristics of mathematical difficulties in the population as a whole, in relation to both psychology and education. The second deals with mathematical difficulties in children with other problems such as specific language impairment and dyslexia. The third discusses methods of interventions aimed at preventing, treating or ameliorating mathematical difficulties, and will include discussions of assessment and diagnosis.

Ann Millan shares the story of how she helped her daughter, Robin, move past the many challenges of severe autism in Autism-Believe in the Future. Her first goal was simple; she wanted to stop the screaming, running, and self-injurious behaviors that her daughter exhibited. For ten years, Ann was told by professionals that she needed to accept Robin's disabilities. Not one to give up in the face of adversity, Ann finally found quality professionals to help her. Ann knew education and therapies were Robin's priority, but self-image and socialization became her focus. Ann also knew Robin's inappropriate behaviors were unacceptable in society. Ann and her husband, Bob, became Robin's case managers and Robin progressed beyond their wildest dreams. Autism is not a one-size-fits-all disability, so focusing on just one intervention did not lead Robin to successful adulthood. Many steps had to be taken along the way to get her successfully to her goal Parents and autism professionals must work together, developing quality support and services that are cost-effective-so we can all believe in the future for our children. Today, Robin has two jobs, lives in her own condominium, drives her own car, and is a part of her community. This is her story

Autism Spectrum Disorders (ASD) has received considerable educational, research, medical and media attention the past ten years. Yet the condition was first described more than a hundred years ago. Due to the disorder being confused with childhood schizophrenia, there was a lack of definitive attention by special educators, medical professionals and mental health clinicians to advance parameters related to: causes; prevalence; identification and diagnosis; education and treatment. Positively, this confusion changed starting in the 1980s with the clarification of the differences between these disorders with the 1980 publication of the" Diagnostic and Statistical Manual of Mental Disorders" (DSM-III). Soon after, the 1990 federal legislation "Individuals with Disabilities Education Act" recognized the disorder as a disability category eligible for special education services. Both of these events lead to an explosion of information related to: finding causes; accurate identification and diagnosis; best educational practices; and social, emotional, and behavioral treatments. Even with this explosion in the body of knowledge concerned with this disorder, much more needs to be learned and discovered. The successful use of this body of knowledge requires that accurate information be provided to educators, parents, clinicians, medical professionals, and mental health professionals to counter misinformation that exists among the general public, educators and clinical professionals. This is the primary purpose of "Autism Spectrum Disorders: Inclusive Community for the 21st Century." It is accomplished by chapters on: the delineation of a blueprint for systems of care for persons with ASD and their families; a model to assist professionals in tackling the challenge of developing employability for individuals with high functioning ASD; best practice and research guidelines that lead to an affirmative ASD diagnosis; a comprehensive and current synopsis of genetic factors associated with ASD; adjustment challenges that may be present for a sibling of an individual with ASD; a comprehensive description of an innovative community-based clinic that provides services needed by Individuals with ASD to meet their social, behavioral, educational and mental health needs; and effective treatment strategies and techniques that can be utilized by parents and educators to work effectively with children who have ASD. The chapters are written by researchers, clinicians, business professionals, and university professors who have an extensive knowledge of ASD. The contents of the book are an excellent reference for special education teachers, school psychologists, practicing mental health clinicians, and parents and family members of children and adults with ASD.